Rational-Emotive Behavior Therapy for Community Correction Officers - Thesis Example

Cognitive Social Theory and Rational-Emotive Behavior Therapy Cognitive Social Theory Development of the TheoryThis is a learning theory that has been advanced to explain the social behaviors of humans. The works of Dollard and Miller (1941) spearheaded the understanding of social behavior in learning; they established that behaviors were learnt through observations. In particular, cues, responses, rewards, and drives were identified as factors that contributed to the whole aspect of learning a new behavior. They observed that people tend to learn from the behavior of others either consciously or unconsciously. To complement this study, Albert Bandura conducted a number of studies especially among children in order to understand the psychology behind observation. His conclusions led to the development of the social cognitive theory. Through the findings, he established that modelling was an important aspect in the acquisition of morally desirable behavior. Through further research, Bandura (1986) established that not only were social behaviors acquired but also they have a cognitive perspective. He concluded that cognitive processes played a pivotal role in learning. The theory has continued to attract more research especially based on self-efficacy, agency, and self-regulation. Propositions of the Cognitive Social theory Psychologists agree that the environment in which an individual has been brought up is a good indicator of their behavior hence personality. This is a cognitive aspect since the influence of the environment is based on what a person is able to observe from the environment. Bandura (1986) has defined the theory as “an internal mental process that may or may not be reflected in immediate behavioral change.” This means that the behavioral impact of an observation may not be immediate but it is ultimately retained in the subconscious hence it reveals after some time. The theory establishes that people learn when they observe others do various things. It also pinpoints that learning is an internal and a goal-directed behavior. According to Bigge (1992), the theory places emphasis on three methods in which behavior can be reinforced. We have direct reinforcement, vicarious reinforcement, and self-reinforcement. Self-Regulation This is a key component of the social cognitive theory that is vital in the understanding of learning processes. Most of the human behavior occurs without any immediate reinforcement as pointed out by Bandura (1986). This indicates that self-regulation is a key component in the development of a future behavior as opposed to a current one. In self-regulation, one is supposed to use own thoughts as well as actions in order to achieve a specific goal. It also facilitates the adoption of strategies by an individual that will facilitate their achievement of specific goals. Self-regulation makes it possible for individuals to maintain a given behavior before its enforcement. The social cognitive theory provides various parts that are involved in self-regulation, which includes; the setting of goals, self-observation, self-assessment, and self-reinforcement. Goal Setting The goal-setting concept in the social cognition theory relates to the internal expectations for the desired, anticipated, or preferred outcomes. This component is very important in the theory since it argues that people tend to use their forethoughts to envision the future, they are also able to identify the desirable results while developing an action plan that will facilitate the achievement of preferred objectives (Andeman and Andeman, 2009). Goal setting also relates to self-efficacy as well as the learner’s anticipated outcome. The learner is able to adopt a certain behavior based on their expected outcome. Goals as provided in the theory set the markers for progress. The adoption of a certain behavior by a learner can be predicted through their goals. In addition, they also provide objectives that the learner tries to achieve. Self-Efficacy This relates to the personal belief that they are capable of producing results through their own action. It is part of the social cognitive theory that was advanced by Bandura (1976) to describe motivations by individuals. The theory pinpoints on various ways in which an individual can instill self-efficacy. Chief among them is through mastery of a given task. Through achievements, an individual’s self-belief in the capacity to execute a given task is highly improved. This aspect crosscuts also to the management of failures. Through the social learning from personal as well as other people’s successes and failures, an individual exhibits the capacity and confidence to undertake a given task. Another way of establishing strong efficacy is through developing social models. In this case, an individual endeavors to exhibit the success based on what they have been able to experience by people around them or people they hear or read about. In addition, social persuasion brings the aspect of success based on their social abilities and confidence that is instilled by other individuals through words. The persuader attempts to encourage the involved person directly or indirectly resulting to increased confidence. Finally, the emotional as well as the physical states helps in developing efficacy. When an individual develops the ability to learn his or her own physical and emotional state, their self-efficacy is boosted. When a person develops efficacy beliefs, their motivational, emotional, decisional, as well as cognitive functions are influenced. Concepts of Vicarious Modelling This concept proposes that individuals learn from what they observe in the environment. Anderman and Anderman (2009) points out that the key factors that underlie observation are attention, retention, production, and motivation. It is important to have the attention so that the behavior is clearly observed. Upon the observation of the behavior, the retention process facilitates transformation of the observation to doing. The essence of production is geared towards drawing from the stored conclusions and doing the behavior that has been learnt. Finally, there is need for the learner to feel motivated in order to be able to perform all the tasks in the process of learning. Outcome Expectations This relates to the belief that individuals have in relation to the outcome of their behavior. The belief in the outcomes of a behavior lays a foundation in differentiating the decisions people make, the actions that they take and the kind of behaviors they can suppress in order to accommodate new ones. The occurrence of a given behavior is reliant on whether the behavior has a positive or negative consequence (Anderson, Winett, & Wojcik, 2007). Social Cognitive Theory and the Perception of Community Correction Officers on Risk and Needs Assessment The social cognitive theory is very important in facilitating the discharge of the duties bestowed to the community correction officers especially on risks and needs assessment. Risk is highly evident in the correctional centers, this is based on the kind of people that the officers handle. Dealing with criminals requires a good understanding of people’s behavior, which is founded under the social cognitive theory. The capacity to handle people that are confined within the correctional centers has many stressors (Senol-Durak, Durak, & Gençöz, 2006). In order to prevent these stressful conditions, an officer should be thoroughly equipped to handle potential risk as well as identify the needs in the center and act appropriately. The capability to handle a given task even when it is new to them is influenced by their self-efficacy. A positive past experience gives confidence to the correctional in discharging their mandate. In addition, the motivation that they get from the environment facilitates the discharge of their mandate. This results to regular and spontaneous analysis of the underlying needs. Rational Emotive Behavior Therapy This is a form of therapy that is focused on solving behavioral and emotional issues. The therapy was developed by Albert Ellis in 1956 in an effort to help individuals cope with irrational beliefs. The therapy takes an ABC model, where Ellis made a proposition that people usually blamed the external circumstances for not being happy. His argument was that the distress emanated from the understanding of the events that caused unhappiness. Ellis’ ABC model involves activating the event, beliefs, and consequences (Ellis & Dryden, 1997). The rational emotive behavior therapy involves, first the identification of irrational patterns, feelings, and beliefs that are the causes of unhappiness in an individual. An individual who suffers from the distress is helped to overcome some of the irrational beliefs that they abhor. Such absolute beliefs are psychologically unhealthy. Upon the identification of the irrational belief, the therapy goes ahead to challenge the beliefs. The therapist should be able to confront the beliefs directly in order to rid the perception from the distressed individual. The change of the thoughts and behaviors of the person is facilitated not only by the warmth and support accorded but also by having a logical and honest view of the situation that helps to challenge the condition. Finally, the therapy exposes the irrational thoughts while providing more insight on the developing healthy thought patterns. This strategy mainly utilizes the cognitive strategy to help people overcome some of the mind-formed beliefs and opinions. However, the strategy also gives attention to behavior and emotions in order to understand the basis of the underlying condition while finding the best possible remedy (Ellis & Dryden, 1997). The therapy can be used in the treatment of an array of psychological conditions including phobias and anxiety. References Anderman, E.M. & Anderman, L.H. (2009). Psychology of classroom learning: An encyclopedia. Detroit: Gale Cengage Learning. Anderson, E. S., Winett, R. A., & Wojcik, J. R. (2007). Self-regulation, self-efficacy, outcome expectations, and social support: Social cognitive theory and nutrition behavior. Annals of Behavioral Medicine, 34(3), 304-312 Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.: Prentice-Hall Bigge, Morris L. and S. Samuel Shermis (1992). Learning Theories for Teachers. Harper-Collins Pub. Inc Ellis, A & Dryden, W. (1997). The Practice of Rational Emotive Behavior Therapy. New York: Springer Publishing Company, Inc Senol-Durak, E., Durak, M., & Gençöz, T. (2006). Development of work stress scale for correctional officers. Journal of Occupational Rehabilitation, 16(1), 153-68. retrieved from http://search.proquest.com/business/docview/232164636/DA425E15204E4EB5PQ/1?accountid=45049 Read More